Learning Differences Project Leader for Developing Inclusive Education Leaders

3 weeks ago

Stanford, California, United States Stanford University Full time
Job Summary

The Stanford Graduate School of Education (GSE) is seeking a full-time Learning Differences Project Leader for Developing Inclusive Education Leaders. This position will mobilize inclusive education policy and practice in schools for the Learning Differences Initiative as well as serve as a key resource for its renowned Stanford Teacher Education Program (STEP) by improving the preparation of general education teachers and school leaders who are the future builders of effective and inclusive schools and classrooms in support of all learners.

Key Responsibilities
  • Develop and manage research programs by conducting research activities, including outreach to varied stakeholders within the program, assigning resources and making program improvement recommendations that impact policies and programs.
  • Identify, recommend and implement opportunities for new research.
  • Source, collect and analyze data, create reports, review and explain trends; formulate and evaluate alternative solutions and/or recommendations to achieve the goals of the program or function.
  • Teach and/or assist in the teaching and administration of courses. Develop curriculum. Develop curriculum-rating survey, detailed feedback on courses and make recommendations for preliminary overview and changes.
  • Write and/or edit complex content for proposals, research grants, peer-reviewed publications, and other program activities.
  • Contribute to and inform on strategic program/entity planning and related funding and financial sustainability.
  • May advise students and/or coach/mentor clients.
  • Develop or contribute to outreach strategy related to program communications, development, partnerships, and fundraising/funding.
  • Coach and mentor program staff.
Requirements
  • Master's and/or doctoral degree and three years of relevant experience in K-12 public schools or combination of education, training, and relevant experience are required.
  • Ability to develop program partnerships and funding sources.
  • Excellent oral, written, and analytical skills, exhibiting fluency in area of specialization.
  • Ability to oversee and direct staff.
  • Basic knowledge of managing budgets and developing financial and project plans.
Preferred Qualifications
  • Preferred qualifications include an advanced degree, 3-5 years of experience working in schools and with school leaders, relevant teaching credentials, and exceptional skills as a professional educator and leader with a commitment to the mission and vision of LDI and STEP.
  • Ability to interact effectively and tactfully with members of multiple communities including university and school faculties, school and university leaders, families, students, and professional and community organizations.
  • Ability to work constructively and communicate effectively with experienced and novice teachers;
  • Demonstrated experience working in an environment with colleagues of diverse backgrounds, abilities, cultures, and perspectives;
  • Ability to work with and honor diversity in all its forms;
  • Collaborative working skills
  • Demonstrated experience leading team projects
  • Demonstrated experience working in an environment with colleagues of diverse backgrounds, abilities, cultures, and perspectives
  • Demonstrated expertise with instructional design methodologies, pedagogical issues, and best practices for classroom, online, and hybrid learning
  • Depth of knowledge and experience in building effective and inclusive practices for all learners
  • Excellent time management and project management skills, with demonstrated ability to manage a complex workload, prioritize tasks, and use good judgment in providing services based on goals
  • Knowledge of, commitment to, and successful experience working to develop more equitable and just educational opportunities and outcomes for all learners
  • Strong experience and expertise as a classroom teacher and contributor to schools and communities, particularly those traditionally underserved by our public school system.

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